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Ikeda Y, Kita Y, Oi Y, Okuzumi H, Lanfranchi S, Pulina F, Mammarella IC, Allen K, Giofrè D. The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children. J Intell 2023; 11:167. [PMID: 37623550 PMCID: PMC10455765 DOI: 10.3390/jintelligence11080167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 07/26/2023] [Accepted: 08/14/2023] [Indexed: 08/26/2023] Open
Abstract
There is a host of research on the structure of working memory (WM) and its relationship with intelligence in adults, but only a few studies have involved children. In this paper, several different WM models were tested on 170 Japanese school children (from 7 years and 5 months to 11 years and 6 months). Results showed that a model distinguishing between modalities (i.e., verbal and spatial WM) fitted the data well and was therefore selected. Notably, a bi-factor model distinguishing between modalities, but also including a common WM factor, presented with a very good fit, but was less parsimonious. Subsequently, we tested the predictive power of the verbal and spatial WM factors on fluid and crystallized intelligence. Results indicated that the shared contribution of WM explained the largest portion of variance of fluid intelligence, with verbal and spatial WM independently explaining a residual portion of the variance. Concerning crystallized intelligence, however, verbal WM explained the largest portion of the variance, with the joint contribution of verbal and spatial WM explaining the residual part. The distinction between verbal and spatial WM could be important in clinical settings (e.g., children with atypical development might struggle selectively on some WM components) and in school settings (e.g., verbal and spatial WM might be differently implicated in mathematical achievement).
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Affiliation(s)
- Yoshifumi Ikeda
- Department of Special Needs Education, Joetsu University of Education, Niigata 943-8512, Japan;
| | - Yosuke Kita
- Department of Psychology, Faculty of Letters, Keio University, Tokyo 108-8345, Japan
- Cognitive Brain Research Unit (CBRU), Faculty of Medicine, University of Helsinki, 00014 Helsinki, Finland
| | - Yuhei Oi
- Faculty of Liberal Arts and Sciences, Chukyo University, Aichi 470-0393, Japan
| | - Hideyuki Okuzumi
- Faculty of Education, Tokyo Gakugei University, Tokyo 184-8501, Japan
| | - Silvia Lanfranchi
- Department of Developmental and Social Psychology, University of Padua, 35131 Padova, Italy
| | - Francesca Pulina
- Department of Developmental and Social Psychology, University of Padua, 35131 Padova, Italy
| | | | - Katie Allen
- School of Education, University of Durham, Durham DH1 3LE, UK
| | - David Giofrè
- DISFOR, University of Genoa, 16121 Genova, Italy
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Živković M, Pellizzoni S, Mammarella IC, Passolunghi MC. Executive functions, math anxiety and math performance in middle school students. Br J Dev Psychol 2022; 40:438-452. [PMID: 35394078 PMCID: PMC9543615 DOI: 10.1111/bjdp.12412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 03/25/2022] [Indexed: 11/28/2022]
Abstract
Previous studies mainly investigated working memory (WM) and math anxiety (MA) leaving almost unexplored other aspects of executive functions (EFs) in middle school period. Filling the gap in the literature, the aims of this study were: (1) to better examine the relationship between MA and math performance, (2) to better examine the relationship between EFs and math performance and (3) to investigate the interplay between EFs and MA on math performances. This study confirmed a significant and negative relationship between MA and math performance, indicates a significant and positive relationship between visuospatial WM and math performance, shifting and math performance and highlight a scarcely investigated indirect influence of MA through the measure of shifting on math performance. Our findings shed further light on the mediating role of EFs between MA and math performance and underline some future perspectives.
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Affiliation(s)
- Marija Živković
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
| | - Sandra Pellizzoni
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
| | | | - Maria Chiara Passolunghi
- Department of Life Sciences, Gaetano Kanizsa Psychology Unit, University of Trieste, Trieste, Italy
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Fernández-Méndez LM, Contreras MJ, Mammarella IC, Feraco T, Meneghetti C. Mathematical achievement: the role of spatial and motor skills in 6-8 year-old children. PeerJ 2020; 8:e10095. [PMID: 33083139 PMCID: PMC7546220 DOI: 10.7717/peerj.10095] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Accepted: 09/14/2020] [Indexed: 02/04/2023] Open
Abstract
Several studies have tried to establish the factors that underlie mathematical ability across development. Among them, spatial and motor abilities might play a relevant role, but no studies jointly contemplate both types of abilities to account for mathematical performance. The present study was designed to observe the roles of spatial and motor skills in mathematical performance. A total of 305 children aged between 6 and 8 years took part in this study. A generalized linear regression model with mathematical performance as a dependent variable was performed. Results revealed that Block design (as a visuospatial reasoning measure) accounted for mathematical performance, especially among 6- and 7-year-olds but not in 8-year-olds. After controlling for the effect of the block design, mental rotation and manual dexterity predicted mathematical performance. These findings highlight the role of underlying cognitive (spatial) and motor abilities in supporting mathematical achievement in primary school children.
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Affiliation(s)
- Laura M Fernández-Méndez
- Department of Psychology, Universidad Rey Juan Carlos, Madrid, Spain.,Department of Basic Psychology I, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - María José Contreras
- Department of Basic Psychology I, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | | | - Tommaso Feraco
- Department of General Psychology, University of Padova, Padova, Italy
| | - Chiara Meneghetti
- Department of General Psychology, University of Padova, Padova, Italy
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Colling LJ, Szűcs D, De Marco D, Cipora K, Ulrich R, Nuerk HC, Soltanlou M, Bryce D, Chen SC, Schroeder PA, Henare DT, Chrystall CK, Corballis PM, Ansari D, Goffin C, Sokolowski HM, Hancock PJB, Millen AE, Langton SRH, Holmes KJ, Saviano MS, Tummino TA, Lindemann O, Zwaan RA, Lukavský J, Becková A, Vranka MA, Cutini S, Mammarella IC, Mulatti C, Bell R, Buchner A, Mieth L, Röer JP, Klein E, Huber S, Moeller K, Ocampo B, Lupiáñez J, Ortiz-Tudela J, de la Fuente J, Santiago J, Ouellet M, Hubbard EM, Toomarian EY, Job R, Treccani B, McShane BB. Registered Replication Report on Fischer, Castel, Dodd, and Pratt (2003). Advances in Methods and Practices in Psychological Science 2020. [DOI: 10.1177/2515245920903079] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)—the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers—has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was .50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participant-level moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space.
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Carbone E, Meneghetti C, Mammarella IC, Borella E. Using the Walking Corsi test to explain age-related differences between young and older adults' rotation performance. Neuropsychol Rehabil 2020; 31:1028-1047. [PMID: 32419608 DOI: 10.1080/09602011.2020.1760110] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
This study newly assessed visuo-spatial working memory (VSWM) in young and older adults with an extended version of the backward Corsi Blocks Task (CBT): the backward Walking Corsi Test (WalCT). It involves recalling sequences of spatial locations while moving in an indoor space (2.5 × 3m) in which the CBT layout is recreated on the floor. The specific contribution of the backward WalCT (beyond that of the backward CBT) to explaining age-related effects on spatial rotation abilities was explored. Seventy young adults and 56 older adults performed the backward WalCT, classic VSWM tasks, self-assessments on pleasure in exploring and spatial anxiety, and mental rotation and perspective-taking tasks. Mediation models for the mental rotation and perspective-taking measures showed a direct age-related effect on both the backward WalCT and backward CBT, and an indirect one on the two spatial rotation abilities, mediated by the backward WalCT and - partly - the backward CBT. In particular, age-related effects on mental rotation were explained by the backward WalCT, while those on perspective-taking were explained by both the backward WalCT and backward CBT. The backward WalCT can be considered a measure suitable for assessing VSWM in older adults, which also explains age-related effects on mental rotation and perspective-taking performance.
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Affiliation(s)
- Elena Carbone
- Department of General Psychology, University of Padova, Padova, Italy
| | - Chiara Meneghetti
- Department of General Psychology, University of Padova, Padova, Italy
| | | | - Erika Borella
- Department of General Psychology, University of Padova, Padova, Italy
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Abstract
Objective: Positive illusory bias (PIB) has been amply studied in children with ADHD, but its function is still limited understanding. Method: In a sample of 21 children with symptoms of ADHD, this study investigated whether they were more likely to be rejected by peers and examined PIB, and its influence on self-concept and loneliness, comparing the children with symptoms of ADHD with children who had weak social skills, but no ADHD. The children's and teachers' perception of social difficulties were compared, and self-concept and loneliness were analyzed in the two groups, which were also compared with typically developing (TD) children. Results: The results showed the presence of PIB on social skills in children with symptoms of ADHD, but this phenomenon did not give them a higher self-concept, which was similar to that of children with weak social skills and lower than in TD children. Conclusion: The implications of these findings are discussed.
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Morra S, Bisagno E, Caviola S, Delfante C, Mammarella IC. Working Memory Capacity and the Development of Quantitative Central Conceptual Structures. Cognition and Instruction 2019. [DOI: 10.1080/07370008.2019.1636797] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Sergio Morra
- DISFOR (Department of Education), Università di Genova, Genova, Italy
| | - Elisa Bisagno
- DISFOR (Department of Education), Università di Genova, Genova, Italy
| | - Sara Caviola
- School of Psychology, University of Leeds, Leeds, UK
| | - Chiara Delfante
- CEDIA (Data, Information and Telematic Center), Università di Genova, Genova, Italy
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Giofrè D, Borella E, Mammarella IC. The relationship between intelligence, working memory, academic self-esteem, and academic achievement. Journal of Cognitive Psychology 2017. [DOI: 10.1080/20445911.2017.1310110] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- David Giofrè
- Department of Natural Science and Psychology, Liverpool John Moores University, Liverpool, UK
| | - Erika Borella
- Department of General Psychology, University of Padova, Padova, Italy
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Passolunghi MC, Mammarella IC. Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills. J Learn Disabil 2012; 45:341-350. [PMID: 21444930 DOI: 10.1177/0022219411400746] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information.
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Carretti B, Mammarella IC, Borella E. Age differences in proactive interference in verbal and visuospatial working memory. Journal of Cognitive Psychology 2012. [DOI: 10.1080/20445911.2011.603695] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Cornoldi C, Ficili P, Giofrè D, Mammarella IC, Mirandola C. Imaginative Representations of Two - and Three-Dimensional Matrices in Children with Nonverbal Learning Disabilities. ACTA ACUST UNITED AC 2011. [DOI: 10.2190/ic.31.1-2.f] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Children with non-verbal learning disabilities (NLD) are characterized by high verbal and poor non-verbal intelligence, poor cognitive abilities, school difficulties, and—sometimes—depressive symptoms. NLD children lack visuospatial working memory, but it is not clear whether they encounter difficulties in mental imagery tasks. In the present study, NLD adolescents without depressive symptoms, depressed adolescents without NLD symptoms, and a control group were administered a mental imagery task requiring them to imagine to move along the cells of a 2-D (5 × 5) or 3-D (3 × 3 × 3) matrix. Results showed that NLD adolescents had difficulty at performing the imagery task when a 3-D pattern was involved. It is suggested that 3-D mental imagery tasks tap visuospatial processes which are weak in NLD individuals. In addition, their poor cognitive performance cannot be attributed to a depressive state, as the depressed group had a performance similar to that of controls.
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Mammarella IC, Lucangeli D, Cornoldi C. Spatial working memory and arithmetic deficits in children with nonverbal learning difficulties. J Learn Disabil 2010; 43:455-468. [PMID: 20375290 DOI: 10.1177/0022219409355482] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Visuospatial working memory and its involvement in arithmetic were examined in two groups of 7- to 11-year-olds: one comprising children described by teachers as displaying symptoms of nonverbal learning difficulties (N = 21), the other a control group without learning disabilities (N = 21). The two groups were matched for verbal abilities, age, gender, and sociocultural level. The children were presented with a visuospatial working memory battery of recognition tests involving visual, spatial-sequential and spatial-simultaneous processes, and two arithmetic tasks (number ordering and written calculations). The two groups were found to differ on some spatial tasks but not in the visual working memory tasks. On the arithmetic tasks, the children with nonverbal learning difficulties made more errors than controls in calculation and were slower in number ordering. A discriminant function analysis confirmed the crucial role of spatial-sequential working memory in distinguishing between the two groups. Results are discussed with reference to spatial working memory and arithmetic difficulties in nonverbal learning disabilities. Implications for the relationship between visuospatial working memory and arithmetic are also considered.
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Mammarella IC, Cornoldi C. Sequence and space: The critical role of a backward spatial span in the working memory deficit of visuospatial learning disabled children. Cogn Neuropsychol 2005; 22:1055-68. [DOI: 10.1080/02643290442000509] [Citation(s) in RCA: 44] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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